Tertiary Practice in High
Schools: Pennsylvania's and
Illinois' Installation of RENEW
Jonathon Drake, Institute on Disability,
University of New Hampshire
Mike Minor, Pennsylvania Training &
Technical Assistance Network
Ami Flammini, Illiniois PBIS Network
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Agenda
• The RENEW Model: History, Philosophy, Model
Elements
• Pennsylvania Installation & Case Example
• Illinois Installation & Coaching Model
C
Institute on Disability @ UNH
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The Problem: Educational Outcomes for Youth
with Emotional and Behavioral Disabilities:
• 40%-60% drop out of high school (Wagner, 1991; Wehman, 1996;
Wagner, Kutash, Duchnowski, & Epstein, 2005)
• Experience poorer academic performance than students with
LD (Lane, Carter, Pierson & Glaeser, 2006)
• 10%-25% enroll in post-secondary education (compared to
53% of typical population) (Bullis & Cheney, 1999)
• High rates of unemployment/underemployment post-school
(Bullis& Cheney, 1999; Kortering, Hess & Braziel, 1996; Wagner, 1991; Wehman,
1996)
• High rates of MH utilization, poverty, incarceration (Alexander, et
al., 1997; Kortering, et. al., 1998; Lee and Burkham, 1992; Wagner, 1992)
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Youth with EBD….
• Disengaged from school/family/community
• Most likely disability group to be in a segregated academic
setting
• Highest rates of disciplinary infractions
• Perceived by teachers as having significantly lower levels of
social competence and school adjustment
(Lane, Carter, Pierson, & Glaeser, 2006)
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What is needed..
Wagner & Davis (2006) recommend that programs for youth with EBD
include:
• Support to complete the schools’
academic program
• Assistance with high school completion
and real world employment
• Building self-determination skills
• Assistance to build a positive
social support network
• Assistance to develop a personalized career and post-high school
plan
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Rehabilitation, Empowerment, Natural Supports,
Education and Work {RENEW}
• Developed in 1996 as the model for a 3-year RSA-funded
employment model demonstration project for youth with
“SED”
• Focus is on community-based, self-determined services
and supports
• Promising results for youth who typically have very poor
post-school outcomes (Bullis & Cheney; Eber, Nelson & Miles,
1997; Cheney, Malloy & Hagner, 1998; Malloy, Sundar, Hagner, Pierias,
Viet, 2010)
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RENEW Conceptual Framework
Education
School-to-Career
Transition
Children’s Mental
Health
Youth, Family,
RENEW
Interagency
Collaboration
& Wraparound
Self
Determination
Disability
7
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RENEW Goals
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•
•
•
High School Completion
Employment
Post-secondary Education
Community Inclusion
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RENEW PRINCIPLES
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•
•
•
•
Self-Determination
Unconditional Care
Strengths-Based Supports
Flexible Resources
Natural Supports
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RENEW Strategies
•
•
•
•
•
•
•
•
Personal Futures Planning
Individualized Team Development and Wraparound
Braided (individualized) Resource Development
Flexible, or Alternative Education Programming
Individualized School-to-Career Planning
Naturally Supported Employment
Mentoring
Sustainable Community Connections
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RENEW 4-Phase Process
Phase 1:
Engagement and
futures planning
Phase 2:Team
DevelopmentInitial Planning
Phase 3:
Implementation
and Monitoring
Phase 4:
Transition to
Less Intensive
Supports
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RENEW Theory of Change
(i.e., why are we doing this?)
1. Facilitators
Provide:
• Personal futures
transition planning
• Individualized team
development and
facilitation
• Facilitation for career
development and
vocational supports
2. Shorter-Term
Improvements In:
Self-Determination
Capacity & Opportunity
Student Engagement
Behavioral,
Cognitive, & Affective
3. Longer-Term
Outcomes
• Improved emotional &
behavioral functioning
• Fewer behavior &
discipline problems at
school
• Less likely to drop out
• Improved academic
performance
• On track to graduate
Social Support
Source & Type
• Greater participation in
extra-curricular and jobrelated activities
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RENEW Development
•
•
•
•
•
•
•
•
Manual
Training Curriculum
Tools
Fidelity Instrument (RIT)
Competencies
Practice Profile
Website & Social Media
Youth Mentoring Component
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RENEW: Applications
New Hampshire Implementation (500+ Youth):
• Intensive intervention for a PBIS model dropout
prevention projects: APEX, APEX II, APEX III
• US DOE funded Juvenile Justice community reentry project
• Community mental health centers
National Implementation:
– PA, MD, WI, IL, St. Louis (MO), Detroit (MI), Miles City
MT.
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RENEW in APEX II: School Case Example
• Cohort 1 (Enrollment 3/1/07)
–
–
–
–
–
(5) students
(4) male, (1) female
(3) Special Ed., (1) 504, (1) Regular Ed.
(1) Black, (4) White
(5) Repeating Freshman, ages 15 to 17 at time of
enrollment
• Cohort 2 (Enrollment 9/1/08)
–
–
–
–
–
(7) students
(2) female, (5) male
(4) Special Ed., (1) 504
Ages 16 to 17
(6) White, (1) Hispanic
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Credits Earned (n=12 Students)
4.5
Average Credits Earned
4.25
4
3.5
3.39
3
2.92
2.71
2.5
2.08
2
1.92
1.5
1
0.5
0
1
2
3
4
Semesters in RENEW
5
6
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Discipline Referrals (n=12 Students)
12
Average Number of ODR’s
10.08
10
8
6.77
6
5.23
4
2.85
2
0.67
0
1
2
3
Semesters in RENEW
4
5
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Graduation Rates 14 Students From 2
Semesters in RENEW
2, 14%
3, 22%
GED
Moved
Still In
2, 14% School
Graduated
1, 7%
6, 43%
Dropped
Out
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Goals Met
Agency
Outcomes
Since 2008 (n=184):
Youth Served
78
90
80
70
60%
50%
40%
30%
20%
10%
0%
48.89%
38.46%
26.23%
RENEWI
RENEWII
RENEWIII
61
60
Youth with Teams
45
50
100%
40
30
88.89%
80%
20
70.51%
60%
10
0
RENEWI
RENEWII
RENEWIII
2
Years
2
Years
1
Year
40%
44.26%
20%
0%
RENEWI
RENEWII
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RENEWIII
Agency
Outcomes
Since 2008
(n=184):
Graduated/GED
20%
17.78%
15%
11.54%
10%
5%
0%
RENEWII
Met Probation
Requirements (n=27)
RENEWIII
Jobs Obtained
60%
33%
Requirements
Met
67%
55.56%
40%
20%
38.46%
18.03%
0%
RENEWI
RENEWII
RENEWIII
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RENEW Assisted Referral Process
RENEW
Coordinator/ School
Clinician
Clinician Drafts
Referral Specifying
RENEW Services
RENEW Team
Matches Youth to a
Facilitator
School Contacts
Parent about
RENEW
Parent Completes
Intake at Agency
(Fast Tracked for
Services)
Youth and
Parent See
Clinician
RENEW
Starts
Youth is Discussed
School Contact
Person
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Implementation of RENEW:
The Pennsylvania Story
APBS
March 6, 2014
Michael Minor
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Installation and Training of RENEW in PA
“RENEW is a structured school-to-career
transition planning and individualized
wraparound process for youth with emotional
and behavioral challenges.”
http://www.iod.unh.edu/Projects/renew/renew_main.aspx
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Installation and Training of RENEW in PA
Pennsylvania Wanted to Know…
How can RENEW become
part of PA’s PBIS
framework at the tertiary
level?
How can RENEW be
incorporated into transition
planning (Indicator 13)?
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Pennsylvania’s Installation of RENEW Pilot
CoP on Secondary
Transition
RENEW State
Advisory Team
CoP on School Based
Behavioral Health
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Pennsylvania’s Installation of RENEW Pilot
RENEW State Advisory Team
PAPBS Network
RENEW
Systems of Care Partnership
High Fidelity Wrap Around
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Pennsylvania State Structure of RENEW
Bureau of Special Education
Community Care Behavioral Health
Department of Health
Department of Public Welfare
Disability Rights Network of Pennsylvania
High Fidelity Wraparound
Juvenile Probation Office
Office of Children, Youth and Families
Office of Developmental Programs
Office of Mental Health and Substance Abuse Services
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Office of Vocational Rehabilitation
Hierarchy of Trainers
National Trainer
Dr. JoAnne Malloy - UNH
Pennsylvania Statewide Trainers
EASTERN: PaTTAN King of Prussia
WESTERN: PaTTAN Pittsburgh
Trainer of Trainers (TOT)
Shadow statewide trainers and work closely
with an LEA during SY ‘13-14
IU & Agency Personnel
SY ‘14-15 TOTs can train new core teams and/or
facilitators in their area/IU
Local Facilitators
School-level Implementers
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PaTTAN Statewide Trainer Role
Community
of
Community of
• Provide training
and
technical
assistance
to the sites
Practice
Practice
School Based
Behavioral Health
Secondary
Transition
• Attend mapping and tertiary team meetings
Pennsylvania RENEW
State Advisory Team
• Collect and monitor student tracker data
Mike Minor
Statewide RENEW Trainer
Statewide
Trainers
Lisa Brunschwyler
Statewide RENEW Trainer
• Oversee TOTs, IU TaC, and local facilitators
IU 3
IU 4
IU 17
IU 13
IU 19
IU 20
ELANCO
Scranton
Northampton
IU 21
• Consult with national trainer to support the needs in PA
Gateway
Lakeview
Williamsport
LLAS
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Pennsylvania’s Installation of RENEW pilot
IU 3
IU 4
IU 17
IU 13
IU 19
IU 20
IU 21
Gateway
Lakeview
Williamsport
ELANCO
Scranton
Northampton
LLAS
7 pilot sites in SY 2012-13:
– 5 High Schools
– 1 Alternative School
– 1 Middle School
* Each site has trained RENEW
facilitators and a tier 3 core team
Trainings provided:
– 3 days of facilitator training
– 1 day of tertiary team training
– 2 statewide conference calls
with JoAnne Malloy and the
state-wide trainers
– On-site technical assistance from
PaTTAN and IU TaC
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Building Administrative Support
• Assist with resources (release time, schedule and
support staff with training time)
• Empower staff to learn and practice
• Invest in and participate in problem-solving with
individual student team meetings
• Exhibit a personal commitment and modeling
• Make RENEW a priority as part of the PBIS framework
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Developing the Tertiary Core Team
• Receives1day of training
and updates as needed
• Meets monthly
• Identifies youth who
need RENEW services
• Chooses/recruits
RENEW facilitators and
schedules and supports
facilitator training
• Ensures delivery of the
RENEW model with
program fidelity
• Monitors outcomes
using data sources
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Pennsylvania - Student Outcomes Year 1
23 students participated in RENEW during the pilot year
–
–
–
–
100% of the students enrolled started their plans
70% of the students enrolled completed their plans
57% of the students enrolled created individual teams
43% of the students enrolled dropped out
(moved, assigned to more restrictive placement, arrested, and 1 dropped out of school)
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Year 2: 13 new sites and 50+ new facilitators
LEA
Eastern
Region
Central
Region
Western
Region





Building(s)
Northampton SD
Pocono Mountain SD
Scranton SD
IU 21
IU 19





Northampton HS & Washington Crossing Alt School
Pocono Mountain Academy
West Scranton HS
LLAS; CLAS; ACLAS
The Achievement Academy
 ELANCO SD
 Williamsport SD
 Central Dauphin SD
 Garden Spot HS
 Curtin MS & Williamsport HS
 Central Dauphin East HS












Gateway SD
Propel Charter School
Highlands SD
Elizabeth Forward SD
Laurel SD
Steel Valley SD
Gateway HS
Braddock Hills HS and Andrew St. HS
Highlands HS
Elizabeth Forward HS
Laurel HS
Steel Valley HS
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Year 3: What lies ahead?
• Continued expansion of the project
• Include more IUs and LEAs across the state
• TOTs will train additional LEAs in their area
• Behavior Hot Topic Webinar has been recorded and will be
made available on the PaTTAN website to inform schools
about RENEW from the perspective of two participating
schools in the project
• Receiving interest now for next year!
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Is RENEW right for your school?
• What are the Intensive/Tertiary level needs of the youth and
families in your school?
• What does your data tell you (dropout rates, truancy and
attendance data, suspension data, course failures)?
• Is what you are doing now successful and appropriate for
tertiary supports and transition needs?
• What is your school’s readiness to address its needs?
• Is there capacity to support implementing RENEW?
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RENEW Process: Case Study
Future’s Plan
Student
Identified
RENEW
Facilitator
Identified
Formation of
Team
Routine
Check-Ins
New
Plans/Teams
Engagement
and Consent
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Person Centered Planning: Case Study
• 15 year old male
repeating 9th grade
• History of alternative
school placements due to:
–
–
–
–
–
Behavioral transgressions
Poor academic performance
Numerous ODRs
Absent/Tardy
IEP for a specific learning disability
• Who I am today
– Attends Career Tech Center for
graphic arts
– Enjoys drawing and artistic work
– Earned 0 credits as of December
of second year in 9th grade
– Absent often, arrives late, leaves
early on own accord
– Completes minimal work in class
– Quick to anger and aggression
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Person Centered Planning: Case Study
Strengths and
Accomplishments
• Hands-on talents
• Artistic (drawing)
• Time with his girlfriend
People of Great
Importance
• Mother
• Brother
• Peer group (older friends)
What Works
What Does Not
Work
• Being left alone
• Doing hands-on tasks
• Having time with friends
• Being with younger peers
• Being at school
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Dreams Map
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Fears, Concerns, and Barriers Map
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Goals Map
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During the RENEW Process
• While doing the maps, he only wanted his “inner circle” of
facilitators present
– Student reported his “inner circle” was the first time he felt the
staff cared and listened to him
• Attendance was improving and ODRs were decreasing
• Still refused to complete academic tasks but he was present
more in the classroom
• Work began on discussing an action plan and thoughts of
his individual team -- He bought into the process!
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Moving Forward with RENEW
• Modify schedule at the Career Tech Center (arrive later in
the morning versus the expected time)
• Begin a conversation and relationship with a tattoo store
owner (talk on the phone, visit the store, possibly turn it
into an employment opportunity)
• Earn administrative D’s for being there (being in the
classroom during instruction, participating in the lesson,
providing effort, and attempting tasks)
• Continue to check in with his “inner circle” and monitor
progress and celebrate successes
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Contact Information
Michael Minor
Educational Consultant
PaTTAN Pittsburgh
mminor@pattan.net
(412) 826-6863
www.pattan.net
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Carolyn C. Dumaresq, Ed.D., Acting Secretary
John J. Tommasini, Director
Bureau of Special Education
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ALL ROADS
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History of RENEW in Illinois
Numbers of those trained
Numbers implementing
Numbers in SIMEO
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Numbers through September 2013
Number of TAD/TAC participants
38
Number of ISTAC partners
10
Total number of participants
331
Number of schools
35
Number of districts
26
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12 districts implemented RENEW during FY13
20 schools RENEW process in place during FY13
46 facilitators/ active data on one or more youth
116 youth/RENEW data in SIMEO
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Building Sustainable Training & Technical Assistance
JoAnne & Jonathon, University of NH
Ami
Ali, Diane, Briana, Sheri, Susan, Katie and
Sarah
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National RENEW Community of Practice
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As we have grown…
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•
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•
•
•
Wrap-Around based RENEW
The ten principles of wrap-around
Inserted Video Clips
Group activity with Transition Points
Role Play on Day 3
TASK List
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Self-determination
supports positive
outcomes for
youth.
One way to
facilitate teaching
self-determination
skills is through
the use of a
Person Centered
Planning Process.
In Illinois, the IL PBIS
Network is teaching
RENEW as a way to
apply wrap-around with
high school youth.
Wrap-Around is a
person centered
planning process
that has been
widely used
nationally and in
Illinois.
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Person Centered Planning
Family Focus
Wraparound
RENEW
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Summary of 10 principals
Team Based
Flexible Resources
Voice and Choice
Culturally
Competent
Natural Supports
Individualized
Unconditional Care
Community
based/ Inclusion
Strengths based
Outcomes based
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VIDEOS
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Indicator 13
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Role Plays & Indicator 13
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New RENEW task list
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The BIG PICTURE
• Readiness
– Building
– District
– Facilitator Role
• The Training & TA Series
• The ‘business as usal’ plan
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Business as usual
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